I love to learn languages and I know the difficulties that I had as a Spanish language learner and it was interesting to analyze how a Spanish speaker learns English. Many difficulties I had experienced between the two languages now make much more sense!
http://www.slideshare.net/Danilc22/gallagherdata-analysisandcomparison1-10356011
Sunday, November 27, 2011
Sunday, November 20, 2011
Assignment 10 Activities
Topic 1: Language Variation in the U.S
-I have always been intrigued by all of the different accents in the United States! I have family friends who live in the New England States and they they never pronounce their ending -r. I have a good friend from Texas and I love his accent. His talks fast and you know that he is "southern". When listening to the different accents there are some that you recognize for sure because you are familiar with the accent being "southern", "Californian" or "Bostonian". I was surprised by others because they are similar to the standard English dialect and I sould not tell a difference. I believe that the IPA is important for areas which have a strong community dialect. It would make learning and understanding the English language much easier. My mother-in-law is from New Jersey and she has the strong Italian-Jersey accent...I still think that I could use the IPA alphabet to understand some of her words.
Topic 2- What would you do?
I feel that as a Spanish teacher in my school district I am prepared for these interactions, sentiments, etc. I teach in a small town very recently populated by Spanish speakers and I hear the controversies continuously, “This is America. Speak English.” My goal is to slowly impact my students in a positive manner and I find that they are opening up to different languages and cultures. They want to experience the language and interact with others. We recently had a Chinese family move into the district and the students are intrigued. They are always asking to learn new Chinese words and I think it is great that have been extremely accepting. This family is upper middle class and speaks fluent English and Chinese which may also be a factor. We have learned that socio-economic status, education, etc. play a role in the experiences of the learner. Some students have it more difficult than others, they worked instead of go to school or do not want to speak the white language” (Topic B). It is important to stay positive by continuously advocating for the needs of your students
Topic 3: Do you speak American?
America is compiled of different dialects and accents. One concept in the PBS articles is the African American dialect. I hear this dialect all of the time in the music that my students are interested in and I know that they speak it to make a statement. There are students which this language or dialect is all that they have ever known. In Topic B, Jamal Brown, an African American student was confused when he felt that his teacher wanted him to speak "white". It is also found that not just black people speak Black English. All Americans speak some sort of English. Some speak fast, some slow, or some pronounce letters differently than others. In some way it is all the English language because it is understood by English speakers.
-I have always been intrigued by all of the different accents in the United States! I have family friends who live in the New England States and they they never pronounce their ending -r. I have a good friend from Texas and I love his accent. His talks fast and you know that he is "southern". When listening to the different accents there are some that you recognize for sure because you are familiar with the accent being "southern", "Californian" or "Bostonian". I was surprised by others because they are similar to the standard English dialect and I sould not tell a difference. I believe that the IPA is important for areas which have a strong community dialect. It would make learning and understanding the English language much easier. My mother-in-law is from New Jersey and she has the strong Italian-Jersey accent...I still think that I could use the IPA alphabet to understand some of her words.
Topic 2- What would you do?
I feel that as a Spanish teacher in my school district I am prepared for these interactions, sentiments, etc. I teach in a small town very recently populated by Spanish speakers and I hear the controversies continuously, “This is America. Speak English.” My goal is to slowly impact my students in a positive manner and I find that they are opening up to different languages and cultures. They want to experience the language and interact with others. We recently had a Chinese family move into the district and the students are intrigued. They are always asking to learn new Chinese words and I think it is great that have been extremely accepting. This family is upper middle class and speaks fluent English and Chinese which may also be a factor. We have learned that socio-economic status, education, etc. play a role in the experiences of the learner. Some students have it more difficult than others, they worked instead of go to school or do not want to speak the white language” (Topic B). It is important to stay positive by continuously advocating for the needs of your students
Topic 3: Do you speak American?
America is compiled of different dialects and accents. One concept in the PBS articles is the African American dialect. I hear this dialect all of the time in the music that my students are interested in and I know that they speak it to make a statement. There are students which this language or dialect is all that they have ever known. In Topic B, Jamal Brown, an African American student was confused when he felt that his teacher wanted him to speak "white". It is also found that not just black people speak Black English. All Americans speak some sort of English. Some speak fast, some slow, or some pronounce letters differently than others. In some way it is all the English language because it is understood by English speakers.
Sunday, November 13, 2011
Monday, November 7, 2011
Unit 9: The Fisherman Story
Topic 1:
Original:
His brother bought land last winter, but sold it to the neighbor when the economy crashed. John loves fishing, but longs to be more successful. When he was feeling down, he painted his boat, “Troubled Waters,” blue and shined it up. John asked his brother what he thought of the new look, but his brother just laughed and said, “You’re always fishing for compliments.”
If John had had more energy, he might have argued with his brother, but instead, he began making more nets, with the hopes of increasing his catch the next day.
3. He is hoping (present progressive) to catch more fish tomorrow, but he doesn't know if it will be any better. (simple future)
In the TESOL video Azar claims that the goal of grammar learning is "to create an interlanguage which becomes increasingly fluent and accurate". She emphasizes "interlanguage" and that native-like fluency is not a goal because many students will never reach that point. Azar seems to think that the goal is not mastery of grammar but I find myself wanting to teach grammar because I think that students need a strong "base". I also agree that language and grammar should be taught to be used communicatively. I love to put my students in situations where they must use the grammar that they know to communicate and "survive". I found this video to be very informational!
Original:
His brother bought land last winter, but sold it to the neighbor when the economy crashed. John loves fishing, but longs to be more successful. When he was feeling down, he painted his boat, “Troubled Waters,” blue and shined it up. John asked his brother what he thought of the new look, but his brother just laughed and said, “You’re always fishing for compliments.”
If John had had more energy, he might have argued with his brother, but instead, he began making more nets, with the hopes of increasing his catch the next day.
Rewritten:
His brother bought land last winter, but sold it to the neighbor because he needed money. John loves fishing, but wants to be successful. When he was sad, he painted his boat, “Troubled Waters,” blue and shined it up. John asked his brother what he thought of the new look, but his brother just laughed and said, “You’re always wanting compliments.”
John did not argue with his brother because he had no energy. Instead, John made nets and hoped to catch fish the next day.
John did not argue with his brother because he had no energy. Instead, John made nets and hoped to catch fish the next day.
There are phrases that may be difficult for an ELL to understand and rephrasing these sentences could help learners. The phrase “economy crashed” could be better stated by saying that he needed money and “fishing for compliments” means that he wanted compliments. There are also word choices which could be made simpler; for instance “feeling down” means sad and “longs to be successful” means that he wishes to be successful.
Topic 2:
1. John is a fisherman
Simple present.
2. His brother bought land last winter.
2. His brother bought land last winter.
Simple past
3. He is hoping (present progressive) to catch more fish tomorrow, but he doesn't know if it will be any better. (simple future)
In the TESOL video Azar claims that the goal of grammar learning is "to create an interlanguage which becomes increasingly fluent and accurate". She emphasizes "interlanguage" and that native-like fluency is not a goal because many students will never reach that point. Azar seems to think that the goal is not mastery of grammar but I find myself wanting to teach grammar because I think that students need a strong "base". I also agree that language and grammar should be taught to be used communicatively. I love to put my students in situations where they must use the grammar that they know to communicate and "survive". I found this video to be very informational!
Monday, October 31, 2011
Grice's Conversational Maxims
The Maxim of Relevance:
Teacher: Do you have the assignment finished?
Student: Are you coming to the football game tonight?
Teacher: Maybe. Do you have the assignment finished?
Student: It's going to be a really good game.
This maxim was violated as the student tried to get me off topic by changing the subject of conversation. The student is trying to avoid the assignment with humor.
The Maxim of Quality:
Teacher (to student): What are you doing?
Student:(with chemistry book on desk) I am working on my Spanish assignment.
This maxim is violated with a particular facial expression and intonation of voice because they know that they are caught.
The Maxim of Quantity:
Student: What does your husband look like?
Teacher: My husband.
The maxim is violated for politeness. It is said in a sarcastic tone because I do not want to discuss personal information. Students know that this tone means that they need to drop the conversation.
The Maxim of Manner:
Students: Who is your substitute Mrs. G.?
Teacher: You know her. She was in for Mr. Smith. She is Emily's mother.
This maxim was violated for politeness because I could not remember my substitutes name. I knew it was Emily's mom and they did not have the same last name.
Teacher: Do you have the assignment finished?
Student: Are you coming to the football game tonight?
Teacher: Maybe. Do you have the assignment finished?
Student: It's going to be a really good game.
This maxim was violated as the student tried to get me off topic by changing the subject of conversation. The student is trying to avoid the assignment with humor.
The Maxim of Quality:
Teacher (to student): What are you doing?
Student:(with chemistry book on desk) I am working on my Spanish assignment.
This maxim is violated with a particular facial expression and intonation of voice because they know that they are caught.
The Maxim of Quantity:
Student: What does your husband look like?
Teacher: My husband.
The maxim is violated for politeness. It is said in a sarcastic tone because I do not want to discuss personal information. Students know that this tone means that they need to drop the conversation.
The Maxim of Manner:
Students: Who is your substitute Mrs. G.?
Teacher: You know her. She was in for Mr. Smith. She is Emily's mother.
This maxim was violated for politeness because I could not remember my substitutes name. I knew it was Emily's mom and they did not have the same last name.
Unit 8 Application Questions
#1 A good school? (Mrs. Thomas and Mrs. Rashid are both parents of students in the district where Mrs. Thomas also teaches.)
Mrs. Thomas: Johnny has Mr. Smith as a teacher next year. I hear he is an excellent teacher.
Mrs. Rashid: He's very nice.
Mrs. T: Are you happy with the school district?
Mrs. Rashid: There are many lovely people in the neighborhood.
Mrs. Thomas and Mrs. Rashid have two different outlooks on the conversation. Mrs. Thomas, as a teacher, is referring to the school and educational aspects, whereas Mrs. Rashid is referring to the personality of the teacher and people in the community. The miscommunication begins when Mrs. Thomas states that Mr. Smith is an excellent teacher. She is implying that he teaches well and Mrs. Rashid is thinking about his personality as a nice individual. When asking about the school district, Mrs. Rashid misinterprets the question as concerning the community in general. Mrs. Rashid probably felt that her answer was appropriate and this is an example of pragmatics and how the intended meaning can be confused.
Mrs. Thomas: Johnny has Mr. Smith as a teacher next year. I hear he is an excellent teacher.
Mrs. Rashid: He's very nice.
Mrs. T: Are you happy with the school district?
Mrs. Rashid: There are many lovely people in the neighborhood.
Mrs. Thomas and Mrs. Rashid have two different outlooks on the conversation. Mrs. Thomas, as a teacher, is referring to the school and educational aspects, whereas Mrs. Rashid is referring to the personality of the teacher and people in the community. The miscommunication begins when Mrs. Thomas states that Mr. Smith is an excellent teacher. She is implying that he teaches well and Mrs. Rashid is thinking about his personality as a nice individual. When asking about the school district, Mrs. Rashid misinterprets the question as concerning the community in general. Mrs. Rashid probably felt that her answer was appropriate and this is an example of pragmatics and how the intended meaning can be confused.
Sunday, October 23, 2011
u06a2
1).
Etymology--Zany comes to us from the Italian zani meaning a buffoon, which comes from Zanni which is a dialectal variant of the name Gianni. Gianni is a familiar form for Giovanni which the Italian form of John.
Etymology--From Latin belligerantem, from belligerare (wage war), from belliger (waging war), (bellum: war + gerere: to conduct).
Etymology--The term terrific is borrowed the Latin terrificus, meaning causing terror or fear. The root is the Latin terrere, meaning to fill with fear.
Etymology--Taboo came into English use around 1780 and was borrowed from Tongan, the language spoken in the South Pacific island country of Tonga. In Tongan, taboo is generally an adjective; using it as a noun and a verb are English innovations.
Etymology--Superstition- from Middle French superstition, from Latin superstitiotonem, meaning fear of the gods.
Also refers to a color of a grayish to deep reddish brown to deep grayish brown.
Etymology--Chocolate for the Aztec was xocolatl. The similar Mayan form was xocoatl. The Mexican Indian form that we know, chocolate, comes from a combination of the terms for "foam", choco, and "water", atl. The Aztec term xococ, meaning bitter is also attributed to the derivation.
7. monstrosity
Definition- anything that is frightful or hideous; a grotesque person or object.
Etymology--Monstrosity- a derivative of the word monstrous (unnatural, hideous) which is derived from the Latin monstruosus.
Etymology--Frenzy comes from Middle English frensie, from the Old French and Medieval Latin phrenesia, which is from the Latin phrenesis. Frenzy is a back formation from the Latin phreneticus for frenetic, the adjectival form of frenzy. Phreneticus, meaning delirious, is an alteration of the Greek phrenitikos, meaning an inflammation of the brain.
Etymology--Frenzy comes from Middle English frensie, from the Old French and Medieval Latin phrenesia, which is from the Latin phrenesis. Frenzy is a back formation from the Latin phreneticus for frenetic, the adjectival form of frenzy. Phreneticus, meaning delirious, is an alteration of the Greek phrenitikos, meaning an inflammation of the brain.
Etymology--Procrastinate- borrowed from the Latin procrastinatus, which is the past participle of procrastinate, meaning to put off until tomorrow (pro- forward + crastinus belonging to tomorrow).
All Cites LLC. (1998-2008). AllWords.com. Retrieved October 19, 2011, from www.allwords.com.
2).
3).
* g has two sounds—hard and soft ( /g/ & /ĵ/. The sound is soft when g is followed by e or i, as in gem or ginger and y, gym and gypsy.The sound is hard when g is followed by a, o, or u, as in garden, gum, or goal.
*There are exceptions such as girl and get. These exceptions pertain to the /g/ not the /ĵ/.
* I believe that this pattern is in relation to the etymology of the word.
1. zany
Definition--amusingly crazy.Etymology--Zany comes to us from the Italian zani meaning a buffoon, which comes from Zanni which is a dialectal variant of the name Gianni. Gianni is a familiar form for Giovanni which the Italian form of John.
2. belligerent
Definition- hostile, antagonistic, unfriendly; ready to wage war. Etymology--From Latin belligerantem, from belligerare (wage war), from belliger (waging war), (bellum: war + gerere: to conduct).
3. terrific
Definition--terrifying or frightful or colloquially marvelous, excellent, or intense. Etymology--The term terrific is borrowed the Latin terrificus, meaning causing terror or fear. The root is the Latin terrere, meaning to fill with fear.
4.taboo
Definition--anything which is banned or disapproved of by social custom. The act of setting a person or thing apart as sacred, unclean, or cursed. Etymology--Taboo came into English use around 1780 and was borrowed from Tongan, the language spoken in the South Pacific island country of Tonga. In Tongan, taboo is generally an adjective; using it as a noun and a verb are English innovations.
5. superstition
Definition--a belief in the supernatural effects of something on nature; an irrational fear of that which is unknown. Etymology--Superstition- from Middle French superstition, from Latin superstitiotonem, meaning fear of the gods.
6. chocolate
Definition--a food product, made from cacao beans, that have been husked, fermented, roasted, shelled, and ground. Often combined with a sweetener or other flavoring and used on its own or as a coating or flavoring for other dishes. Also refers to a color of a grayish to deep reddish brown to deep grayish brown.
Etymology--Chocolate for the Aztec was xocolatl. The similar Mayan form was xocoatl. The Mexican Indian form that we know, chocolate, comes from a combination of the terms for "foam", choco, and "water", atl. The Aztec term xococ, meaning bitter is also attributed to the derivation.
7. monstrosity
Definition- anything that is frightful or hideous; a grotesque person or object.
Etymology--Monstrosity- a derivative of the word monstrous (unnatural, hideous) which is derived from the Latin monstruosus.
8. frenzy
Definition--A state of wild agitation or excitement, also a mania or craze. Etymology--Frenzy comes from Middle English frensie, from the Old French and Medieval Latin phrenesia, which is from the Latin phrenesis. Frenzy is a back formation from the Latin phreneticus for frenetic, the adjectival form of frenzy. Phreneticus, meaning delirious, is an alteration of the Greek phrenitikos, meaning an inflammation of the brain.
9. frenzy
Definition--A state of wild agitation or excitement, also a mania or craze. Etymology--Frenzy comes from Middle English frensie, from the Old French and Medieval Latin phrenesia, which is from the Latin phrenesis. Frenzy is a back formation from the Latin phreneticus for frenetic, the adjectival form of frenzy. Phreneticus, meaning delirious, is an alteration of the Greek phrenitikos, meaning an inflammation of the brain.
10. procrastinate
Definition- to put off doing something; to hestitate; to delay unnecessarily. Etymology--Procrastinate- borrowed from the Latin procrastinatus, which is the past participle of procrastinate, meaning to put off until tomorrow (pro- forward + crastinus belonging to tomorrow).
All Cites LLC. (1998-2008). AllWords.com. Retrieved October 19, 2011, from www.allwords.com.
2).
Phonetic demand | Semantic demand | Etymological demand |
cat | sign/signature | chronicle |
bib | account/accountant | debt |
sip | column/columnist | fault |
tap | imagine/imagination | language |
jet | perform/performance | scissors |
3).
#9. The letter g at the beginning of a word. When does it have a /g/ sound and when does it have a /ĵ/ sound?
/g/ | /ĵ/ |
gynecologist | gypsy |
get | gem |
give | ginger |
garden | gel |
girl | giant |
gum | geometry |
goal | giraffe |
graduate | gym |
gorilla | gender |
great | gerbil |
* g has two sounds—hard and soft ( /g/ & /ĵ/. The sound is soft when g is followed by e or i, as in gem or ginger and y, gym and gypsy.The sound is hard when g is followed by a, o, or u, as in garden, gum, or goal.
*There are exceptions such as girl and get. These exceptions pertain to the /g/ not the /ĵ/.
* I believe that this pattern is in relation to the etymology of the word.
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